Marco Lucchesi: educação e poesia da matemática

• Ano de defesa: 2022
• Autor(a) principal: Barbazia, Cecilia Helena Giansanti de Carvalho Ferreira
• Orientador(a): Baptista, Ana Maria Haddad
• Banca de defesa: Baptista, Ana Maria Haddad , Cruz, Judite Maria Zamith , Fusaro, Márcia do Carmo Felismino , Navas, Diana , Silva, Maurício Pedro da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Marco Lucchesi; poesia da matemática; educação matemática; literatura; transdisciplinaridade; ensino e aprendizagem
• Palavras-chave em Inglês: Marco Lucchesi; poetry of mathematics; mathematics education; literature; trans disciplinarity; teaching and learning
• Palavras-chave em Espanhol: Marco Lucchesi; poesía de las matemáticas; educación matemática; literatura; transdisciplinariedad; enseñanza y aprendizaje
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3657

This research reflects, through literature and the reading of mathematical poetry, the possibilities that it among the disciplines provides in the understanding of mathematical concepts for students, specifically analyzing the works of Marco Lucchesi and discussing the theme from of studies by theorists who dialogue on the trans disciplinarity between literature, mathematics education and pedagogical practices. Through the dialogue of Marco Lucchesi and Ubiratan D’Ambrosio, we will analyze the interface between knowledge common to mathematics education, having Lucchesi's poetry as a conceptual resource for this purpose, seeking to highlight the multidisciplinary character of the work in question. Reading and writing should be worked on and encouraged at school, and outside it, from childhood developing orality, writing and imagination, helping children and young people to deal with their feelings and anxieties, developing their repertoire of argumentation, analysis and questioning. Areas of knowledge based on reading and writing enrich learning, enabling better integration between theory and reality. For the development of such reflections, it is intended to investigate to what extent the dialogue between poetic texts and knowledge inherent to mathematics education becomes possible.